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UNIVERSITY  OF  PENNSYLVANIA 


A  Bibliographic  Monograph 
On  the  Value  of  the  Classics 


PHILADELPHIA,  PA. 

Published  by  the  University 

September,  1921 


UNIVERSITY  OF  PENNSYLVANIA 


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A  Bibliographic  Monograph 
On  the  Value  of  the  Classics 


PHILADELPHIA,  PA. 

Published  by  theUniversity 

September,   1921 


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A  BIBLIOGRAPHIC   MONOGRAPH 
ON  THE  VALUE  OF  THE  CLASSICS 

Prepared  by 
George  Depue  Hadzsits,  University  of  Pennsylvania, 

and 
Lewis  R.  Harley,  Philadelphia  High  School  for  Girls, 

Assisted  by 

Miss  Jessie  E.  Allen,  Dr.  Ethel  L.  Chubb,  Mr.  Fred.  J.  Doolittle,  Dr. 
Edward  H.  Heffner/Mr.  Arthur  W.  Howes,  Miss  Edith  F.  Rice,  Dr. 
Ellis  A.  Schnabel, 

on  behalf  of 
The  Philadelphia  Society  for  the  Promotion  of  Liberal  Studies. 


CONTENTS 


page 

Introduction  (Summary  of  Arguments) 5 

Part  I.    General  Works  on  the  Value  of  the  Classics 7 

Part  II.    On  the  Value  of  the  Classics 9 

Part  III.    On  the  Influence  of  the  Classics 17 

Some  American  Classical  League  Publications 23 

Part  IV.    The  Classics  and  Education 25 


ivi234845 


Arguments  in  favor  of  the  Classics  advanced  in  the  literature  collected 
by  title  in  Parts  I  and  II  of  this  bibliographic  monograph,  may  be  briefly 
summarized  as  follows: 

I.  The  argument  of  ''formal  discipline/'  under  which  it  is  maintained 
that  a  study  of  the  Classics  furnishes  the  most  effective  all-around  discipline 
of  the  greatest  number  of  our  faculties.  Cf.,  e.  g.,  Angell,  Ash]\[ore, 
Bennett  and  Bristol,  Colvin,  Shorey. 

II.  Arguments  relating  to  the  value  of  the  Classics  in  the  study  of 
English  (i.  e.,  language  or  vocabulary  and  grammar).  Cf.,  e.  g.,  Cooper, 
Graves,  Hoffman,  Irland,  Sherman,  Waldo. 

A  firm  sense  of  grammar,  it  is  here  said,  is  like  strong  drawing,  and 
knowledge  of  the  instrument  of  language  is  of  the  utmost  importance  for  a 
mast&ry  of  technique. 

III.  Arguments  relating  to  the  value  of  the  Classics  in  the  study  of 
modern  Romance  languages.  Cf.,  e.  g..  Babbitt,  Comfort,  Grandgent, 
M.  Carey  Thomas. 

IV.  Arguments  relating  to  the  value  of  the  Classics  for  a  deeper  under- 
standing of  the  winsomeness  of  all  literature,  so  profoundly  influenced  hy 
the  Classics.  Cf.,  e.  g.,  Mackail,  Murray,  Quiller-Couch,  and  the 
numerous  articles  referred  to  in  Part  III  of  this  monograph. 

V.  Political  and  social  argument,  as  providing  a  sure  foundation  for  a 
study  of  democracy,  citizenship  and  the  true  principles  of  freedom  (i.  e., 
politics  and  sociology).  Cf.,  e.  g.,  Giddings,  Hadzsits,  King,  Lewis  (in 
Part  III),  Lodge,  Shaw,  West,  and  the  literature  of  Part  IV  of  this  mono- 
graph. 

VI.  The  practical  argument  as  it  has  been  advanced  from  so  many 
points  of  view.  Cf.,  e.  g.,  Dennison,  Perkins,  Sabin,  the  pamphlets  enti- 
tled "Bobs." 

(a)  Of  practical  value  to  the  business-man,  the  engineer,  the  journal- 
ist.   Cf.,  e.  g.,  Cooley,  Waldo,  Williams. 

(&)  Of  practical  value  to  the  student  of  biology,  medicine,  law,  theol- 
ogy, chemistry,  botany,  philosophy,  etc.,  because  Greek  and  Latin  provide 
clarification  of  our  large  scientific  and  technical  vocabulary.  Cf.,  e.  g., 
Amram,  Barker,  Trotter,  etc. 

VII.  The  argument  of  liberal  education  vs.  that  of  specialization  and 
of  quicJc  returns  (vocational  and  utilitarian).  Cf.,  e.  g.,  Bruce,  Kouse, 
Showerman. 

VIII.  As  an  escape  from  absorption  in  the  present  and  a  means  of 
detachment  from  false  idols  of  life.  Cf .,  e.  g.,  Gayley,  Schelling,  Shaw, 
Taylor  (in  Part  III),  and  the  literature  of  Part  IV. 


IX.  The  cultural  argument.  Cf.,  e.  g.,  Adams,  Allinson,  Babbitt, 
Burnet,  Chapman,  Lowell,  Murray,  Putnam,  Shorey,  K.  F.  Smith, 
Wenley,  and  numerous  essays  mentioned  in  Parts  III  and  IV. 

By  '^culture"  is  meant  that  refinement  of  mind  and  character  resulting 
from  an  acquaintance  with  and  understanding  of  our  own  intellectual, 
social,  moral,  aesthetic  and  spiritual  traditions  which  have  come  to  us  in 
such  overwhelming  measure  from  the  ancient  Greek  and  Eoman  worlds. 

These  arguments  are,  we  believe,  in  their  totality,  unanswerable  and 
are  a  challenge  to  the  opponents  of  the  Classics.  The  strange  phenomenon 
is  the  necessity  of  their  repeated  presentation.  After  an  earlier  struggle 
with  and  final  reconciliation  with  Theology,  the  Classics  have  emerged  from 
a  more  recent  conflict  with  Science  (cf.,  e.  g.,  Kenyon,  Livingstone,  Osier, 
Sarton,  and  the  earlier  controversy  of  Huxley  vs.  Matthew  Arnold).  At  the 
present  time  the  Classics  must  prove  to  a  skeptical  democracy  their  authentic 
and  universal  validity  in  all  education.  Some  important  changes  in  the 
teaching  of  the  Classics,  which  shall  more  fully  reveal  the  content  of  the 
literature,  have  become  imperative  in  order  to  save  for  civilization  the  richer 
element  in  education  and  prevent  a  '^^collapse  of  culture.'^ 

Part  III  of  this  monograph  deals  with  the  Influence  of  the  Classics, 
i.  e.,  of  the  Greek  and  Roman  civilizations,  upon  life  on  every  hand  (which 
is  the  strongest  argument  of  all),  while  Part  IV  is  concerned  with  the 
relation  of  the  Classics  to  education  in  general. 

CI.  /.^Classical  Journal;   CI.  lF.=Classical  Weekly. 

G.  D.  H. 


I 

Bennett,  C.  E.,  and 

Bkistol,  G.  p.  The  Teaching  of  Latin  and  Greek  in  the  Secondary  School 
New  York:  Longmans,  Green  &  Co.,  1901. 

Pt.  I,  c.  1,  "The  Justification  of  Latin  as  an  Instrument  of  Secondary  Edu- 
cation." 

Farrar,  Rev.  F.  W.  (Editor),  Essays  on  a  Liberal  Education.  London: 
Macmillan  &  Co.,  1868.^ 

C.  1,  "On  the  History  of  Classical  Education." 

C.  2,  "The  Theory  of  Classical  Education,"  by  Henry  Sidgwick  (critical). 

C.  3,  "Present  Social  Results  of  Classical  Education." 

Hadzsits,  G.  D.  (Editor).  Symposium  on  the  Value  of  the  Classics, 
published  by  The  University  of  Pennsylvania,  Feb.,  1919. 

President  W.  W.  Comfort,  Haverford  College;  Professor  D.  W.  Amram, 
Law  School,  U.  of  Pa. ;  Dean  Charles  R.  Turner,  Evans  Dental  Institute,  U.  of 
Pa.;  Professor  S.  Trotter,  Biology,  Swarthmore;  Professor  Morris  Jastrow, 
Jr.,  U.  of  Pa. ;  L.  B.  Holland,  American  Institute  of  Architects ;  F.  L.  Waldo, 
The  Public  Ledger,  Philadelphia;  Eev.  P.  E.  Osgood,  The  Chapel  of  the 
Mediator,  Philadelphia;  Dean  F.  P.  Graves,  School  of  Education,  U.  of  Pa.; 
President  M.  Carey  Thomas,  Bryn  Mawr. 

Kelsey,  F.  W.  Latin  and  Greek  in  American  Education,  with  Symposia  on 
the  Value  of  Humanistic  Studies.  New  York:  The  Macmillan  Co., 
1911. 

C.  1.  "The  Present  Position  of  Latin  and  Greek,"  F.  W.  Kelsey. 

C.  2,  "The  Value  of  Latin  and  Greek  as  Educational  Instruments,"  F.  W. 
Kelsey. 

C.  4,  "The  Nature  of  Culture  Studies,"  R.  M.  Wenley. 

Sj^mposium  I,  "Medicine." 

Symposium  II,  "Engineering." 

Symposium  III,  "Law." 

Symposium  IV,  "Theology." 

Symposium  V,  "Practical  Affairs." 

Symposium  VI,  "The  New  Education": 

2.  "The  Classics  and  the  Elective  System,"  R.  M.  Wenley. 

3.  "The  Case  for  the  Classics,"  Paul  Shorey.  (A  brilliant  summary  of 
the  value  of  Greek  and  Latin,  with  bibliography;  reprinted  in  27ie  School 
Revieio. ) 

Symposium  VII,  Formal  Discipline: 

1.  "The  Doctrine  of  Formal  Discipline,"  J.  R.  Angell. 

Long,  George.  What  Are  the  Advantages  of  a  Study  of  Antiquity  at  the 
Present  Time?  Central  Society  of  Education.  London:  Taylor  and 
Walton,  1839. 

NoRLiN",  Geo.  (Editor).  Latin  and  Greek  in  Education.  Articles  written 
by  members  of  the  University  of  Colorado  Faculty.  University  of 
Colorado  Bulletin,  Sept.,  1914. 

Articles  by  Professors  of  Greek,  Psychology,  Chemistry,  English,  Engineer- 
ing, Law,  Philosophy,  Biology  and  Pathology. 

Opinions  on  the  Value  of  the  Classics,  published  by  the  Dept.  of  Latin, 
University  of  California,  Berkeley,  Jan.,  1915. 


8 

Paxson,  Susan.  "Latin:  A  Live  Factor  in  Mental  Insurance/'  CI.  J., 
Apr.,  1916. 

A  compilation  of  numerous  expressions  of  opinion  by  persons  in  various 
walks  of  life,  testifying  to  the  value  of  the  Classics. 

Taylor,  Samuel  H.  Classical  Study:  Its  Value  Illustrated  ly  Extracts 
from  the  Writings  of  Eminent  Scholars.  Andover :  Warren  F.  Draper, 
1870. 

Among  those  represented  in  this  volume  are:  Dr.  William  Whewell,  John 
Stuart  Mill,  Noah  Porter,  John  Conington,  William  H.  Gardiner  (a  Phi  Beta 
Kappa  address),  W.  Y.  Sellar,  Pres.  James  McCosh,  Pres.  C.  C.  Felton,  Goldwin 
Smith. 

West,  Andrew  F.  Value  of  the  Classics.  Princeton:  Princeton  Univer- 
sity Press,  1917. 

The  Present  Outlook.  Addresses  at  the  Princeton  Conference,  includ- 
ing those  of  President  J.  G.  Hibben,  President  N.  M.  Butler,  Professor 
L.  F.  Barker,  Mr.  Alba  B.  Johnson,  Senator  H.  C.  Lodge,  and  others. 

Statements  on  the  value  of  the  Classics  by  distinguished  men  in  every  walk 
of  life,  including  the  statements  of  Ex-President  Woodrow  Wilson,  Ex-President 
William  H.  Taft,  Theodore  Roosevelt,  Grover  Cleveland,  Robert  Lansing,  Elihu 
Root,  Viscount  Bryce,  Lord  Cromer,  Fairfax  Harrison,  William  Sloane,  and 
many  others. 

Statistics:  I.  Enrollment  of  Classical  Students  in  Secondary  Schools;  11. 
Record  of  Classical  Students  in  College  Entrance  Examinations. 


11 

Adams,  Charles  Francis.  "Some  Present  Collegiate  Tendencies"  (Phi 
Beta  Kappa  Address),  Ed.  Rev.,  Sept.,  1906. 

"I  would  prescribe  one  of  the  classic  tongues,  Greek  or  Latin,  as  a  compul- 
sory study  to  the  day  of  graduation,  the  one  royal  road  to  a  knowledge  of  all 
that  is  finest  in  letters  and  in  art," 

A  recantation  by  the  pioneer  of  "practical  education";  cf.  A  College  Fetish, 
1883. 

Allinson,  a.  C.  E.    '^Culture."    Education,  Jan.,  1912. 

Andrews,  E.  Benjamin.  "The  Decline  of  Culture."  Int.  Jour,  of  Ethics, 
Oct.,  1912. 

Arnold,  Matthew.  Essays  in  Criticism,  Third  Series.  Essay:  "On  the 
Modern  Element  in  Literature"  (1869).  Boston:  The  Ball  Publ.  Co., 
1910. 

Excellent  review,  in  CI.  W.,  March  18,  1911   (C.  K.). 

AsHMORE,  S.  Gr.  The  Classics  and  Modern  Training.  New  York:  G.  P. 
Putnam's  Sons,  1905. 

A  Series  of  Addresses  Suggestive  of  the  Value  of  Classical  Studies  to  Edu- 
cation. 

C.  I.    "Plea  for  the  Classics  in  Our  Schools." 

C.  II.     "Our  Classical  Inheritance." 

Anticipates  many  recent  arguments;  p.  23,  "...  the  study  of  Latin 
or  Greek  creates  a  greater  cerebral  stimulus,  and  in  consequence  induces  a 
higher  mental  development." 

Quotes  F.  S.  Hoffman:  "Psychology  and  Common  Life";  M.  P.  Jacobi: 
"Language  in  Education." 

Babbitt,  Irving.  Literature  and  the  American  College.  Essays  in  defence 
of  the  Humanities.    Boston :  Houghton,  Mifflin  &  Co.,  1908. 

C.  I,  "What  Is  Humanism?" 

C.  IV,  "Literature  and  the  College." 

C.  VI,  "The  Rational  Study  of  the  Classics." 

P.  178,  quoting  Lowell:  "The  literature  [of  Greece]  ...  is  rammed 
with  life  as  perhaps  no  other  writing,  except  Shakespeare's,  ever  was  or  will  be. 
It  is  as  contemporary  witli  to-day  as  with  the  ears  it  first  enraptured,  for  it 
appeals  not  to  the  man  of  then  or  now,  but  to  the  entire  round  of  human  nature 
itself.  Men  are  ephemeral  or  evanescent,  but  whatever  page  the  autlientic  soul 
of  man  has  touched  with  her  immortalizing  finger,  no  matter  how  long  ago,  is 
still  young  and  fair  as  it  was  to  the  world's  gray  father.  Oblivion  looks  in 
the  face  of  the  Grecian  Muse  only  to  forget  her  errand." 

"The  Humanities,"  Atl.  Mo.,  June,  1902. 

Bennett,  J.  I.    "Why  Study  Greek  ?"    CZ.  J.,  Jan.,  1908. 

"Shall  We  Let  High  School  Greek  Die?"    CI.  W.,  May  17,  1913. 

Bohs.  A  series  of  8-  to  12-page  pamphlets.  Iowa  City,  Iowa:  Puhlicity 
Committee  (Univ.  of  Iowa). 

No.  1.     "Arguing  With  Bob."     (6th  ed.) 
No.  2.     "Bob  Starts  for  College."     (2d  ed.) 
No.  3.     "Bob  Lends  a  Hand."     (2d  ed.) 
No.  4.     "Robertus  ad  Patrem."     (1st  ed.) 


10 

Browne,  Henry.  Our  Renaissance:  Its  Meaning,  Aim  and  Method: 
Essays  on  the  Reform  and  Revival  of  Classical  Studies.  New  York: 
Longmans,  Green  &  Co.,  1919, 

C.  ii.     "The  Pursuit  of  Beauty." 

C.  iii.     "Greece,  the  Cradle  of  Democracy." 

Bruce,  James  Douglas.  Recent  Educational  Tendencies.  (Presidential 
Address.)  Publication  of  the  Modern  Language  Association  of 
America,  Vol.  XXXII,  1,  1917. 

A  criticism  of  Flexner's  A  Modern  ScJiool  and  Dewey's  Democracy  and  Edu- 
cation, as  being  determined  by  a  spirit  of  narrow  utilitarianism  and  involving 
a  complete  negation  of  liberty  in  the  najne  of  democracy. 

Buck,  P.  M.  "The  Classical  Tradition  and  the  Study  of  English."  CI.  J., 
Apr.,  1914. 

Burnet,  John.  Higher  Education  and  the  War.  London :  Macmillan  & 
Co.,  1918. 

C.  on  "Humanism."    A  strong  argument  for  the  Humanities. 

Chapman,  John  Jay.    "Harvard's  Plight."    Vanity  Fair,  May,  1919. 

Colby,  F.  M.  "Culture  and  Social  Bounce,  Dealing  with  the  Classics  as  a 
High-road  to  Success  in  Business."     Vanity  Fair,  Aug.,  1919. 

CoLViN,  S.  S.  "Some  Facts  in  Partial  Justification  of  the  So-called  Dogma 
of  Formal  Discipline."  Univ.  of  Illinois,  School  of  Education,  Bulle- 
tin, No.  2,  1910. 

Cooley,  Mortimer  E.  "The  Value  of  Latin  in  Practical  Life."  The  New 
York  Evening  Sun,  Apr.  14,  1919. 

An  eloquent  article  by  the  Dean  of  the  Colleges  of  Engineering  and  Archi- 
tecture, University  of  Michigan. 

CoRBiN,  John.    "Harking  Back  to  the  Humanities."    Atl.  Mo.,  Apr.,  1908. 

Corthell,  E.  L.  (Civil  Engineer)  and 

Nightingale,  A.  F.  "That  'Bad  Education'  Again.  The  Case  of  the 
Classics — Pro  and  Con."    The  Outlook,  June  20,  1914. 

Corthell,  E.  L.  "The  Classics  as  an  Engineer  Sees  Them."  The  Outlook, 
June  20,  1914. 

QuiLLER-CouCH,  SiR  ARTHUR.  On  the  Art  of  Reading.  New  York :  G.  P. 
Putnam's  Sons,  1920. 

C.  on  "The  Value  of  Greek  and  Latin  in  English  Literature." 

CuBBERLY,  E.  P.  "Does  the  Present  Trend  Toward  Vocational  Education 
Threaten  Liberal  Culture?"    School  Rev.,  Sept.,  1911. 

Denney,  J.  V.  "The  Value  of  the  Classics  to  Students  of  English."  CI.  J., 
Dec,  1913. 

Dennison,  Walter,  (Editor).  The  Practical  Value  of  Latin.  Publ.  by 
the  Classical  Association  of  the  Atlantic  States,  April,  1915  (Charles 
Knapp,  Barnard  College). 


11 

D'OoGE,  B.  L.    "The  Classical  Outlook."    The  Western  Journal  of  Educa- 
tion, Dec,  1911. 

Ebeling,  H.  L.     "Anthropology  of  the  Classics."     CI  W.,  Nov.  15,  1920. 

Fagan,  James  0.    The  Autobiography  of  an  Individualist.     New  York: 
Houghton,  Mifflin  Co.  (no  date  given). 

"As  a  simple,  practical  equipment  for  life's  journey,  what  may  be  called 
my  classical  foundation  seems  to  me  to  be  worth  all  the  other  features  of  my 
school  education  put  together." 

Fairclough,  H.  R.  "The  Practical  Bearing  of  High-School  Latin."    CI.  J., 
Dec.  1914. 

Flexner,  Abraham.     "Education  as  Mental  Discipline."     The  Atlantic 
Monthly,  April,  1917. 

Discussion  and  criticism  of  the  theory  of  mental  discipline,  as  the  bulwark 
of  traditional  education;  hostile  to  a  narrow  conception  of  the  function  of 
the  Classics. 

Forbes,  Charles  H.    The  Sham  Argument  Against  Latin.    Phillips  Acad- 
emy, Andover,  1917. 

Published  by  the  Classical  Association  of  New  England  and  the  New  York 
Latin  Club.  (Copies  may  be  obtained  from  Prof.  Charles  Knapp,  Barnard 
College.) 

Gayley,  C.  M.     Idols  of  Education.    New  York :   Doubleday,  Page  &  Co., 
1910. 

E.  g.,  Idol  of  Quick  Returns;  Idol  of  Incidental  Issues;  Idol  of  Parade; 
Idol  of  Play;    Idol  of  Caprice. 

Le  Gallienne,  Richard.     The  Humanities.     East  Aurora,  N.  Y. :    Roy- 
croft,  Nov.,  1920. 

GiDDiNGS,  F.  H.     Democracy  and  Empire.     New  York:    Macmillan,  Co., 
1900. 

GiLDERSLEEVE,  V.  C.     "The  Purpose  of  College  Greek."    Ed.  Rev.,  Sept., 
1916.     {CI.  W.,  Feb.  5,  1917.) 

GooDELL,  Th.  D.    "Some  Present  Aspects  of  the  Question."     CI.  J.,  Jan., 
1909. 

Grandgent,  C.  H.     "Is  Modern  Language  Teaching  a  Failure?"     School 
Rev.,  Sept.,  1907. 

"For  a  thousand  years  or  so  it  (i.  e.,  instruction  in  Latin)  has  been  the  one' 
conspicuous  success  in  the  field  of  education." 

P.  214.  "The  current  utilitarianism,  which  appears  to  exalt  the  study  of 
the  modern  at  the  expense  of  the  ancient  languages,  will,  if  yielded  to,  deprive 
this  very  study  of  a  large  part  of  its  seriousness  and  dignity.  President  Hadley 
may,  as  he  said  in  a  recent  address,  prefer  'Wilhelm  Meister'  to  Plato;  but  no 
one,  it  should  be  remembered,  would  be  more  offended  by  the  doctrine  implied 
in  this  utterance  than  Goethe  himself.  The  modern  languages  will  escape  from 
the  suspicion  of  being  a  cheap  substitute  for  the  traditional  discipline  only 
when  taught  with  due  reference  to  the  classical  background  by  men  who  are 
themselves  good  classical  scholars." — Irving  Babbitt,  Literature  and  the  Amer- 
ican College. 


12 

Greene,  E.  C.    "What  Is  the  Object  of  the  Study  of  Latin  in  Secondary 
Schools?"    CL /.,  April,  1908. 

Discipline,  through  syntax;  contact  with  ancient  spirit;  culture  tlirough 
literature;    help  in  English. 

Hadzsits,   G.   D.     "The   Value  of  the   Classics   in   Modern   Education," 
Alumni  Register,  University  of  Pennsylvania,  Feb.,  1918. 

"The  Classics  in  a  Democracy."    CI.  /.,  Jan.,  1920. 

Hale,  W.  G.    "The  Practical  Value  of  Humanistic  Studies."    School  Rev., 
Oct.-Dec,  1911. 

Hall,  G.  Stanley.     "The  Culture-value  of  Modern  as  Contrasted  with 
that  of  Ancient  Languages."    New  England  Magazine,  Oct.,  1907. 

Ignores  the  fundamental  truth  of  the  origins  of  the  cultural  values  of 
modern  literature. 

Hall,  Walter  Phelps.    "Why  I  Have  Had  a  Bad  Education."    The  Out- 
.  look,  Apr.  18,  1914. 

Harley,  Lewis  R.    "Humanistic  Tendencies  To-day."     CI.  W.,  Mch.  8, 
1920. 

Harrington,  Karl  P.    Live  Issues  in  Classical  Study.    Boston:    Ginn  & 
Co.,  1910. 

C.  on  "Drv  Bones  and  Living  Spirit." 
C.  on  "A  Fair  Chance." 

Harris,  W.  T.    "A  Brief  for  Latin."    Ed.  Rev.,  Apr.,  1899. 

Hoffman,  H.  A.    Every-Day  Greeh;   Greek  Words  in  English.     Chicago: 
The  University  of  Chicago  Press,  1919. 

Hofmann,   a.   W.     Inaugural   Address   Delivered   at   Berlin   University, 
October  15,  1880.    Boston :   Ginn,  Heath  and  Co.,  1883. 

The  testimony  of  an  authority  on  chemistry  to  the  effect  that  all  efforts  to 
find  a  substitute  for  the  classical  languages,  whether  in  mathematics,  in  the 
modern  languages,  or  the  natural  sciences,  have  been  hitherto  unsuccessful; 
that  after  a  long  and  vain  search,  we  must  always  come  back  finally  to  the 
results  of  centuries  of  experience;  that  the  surest  instrument  which  can  be 
used  in  training  the  mind  of  youth  is  given  us  in  the  study  of  the  languages, 
the  literature,  and  the  works  of  art  of  classical  antiquity. 

Irland,  Frederick.     "High  Schools  and  the  Classics."     Atl.  Mo.,  July, 
1919. 

"A  forcible  and  amusing  demonstration  by  actual  recent  examples,  of  the 
weakness  in  English  of  pupils  who  do  not  study  the  Classics." 

Kayser,  C.  I.    "May  the  Modern  Languages  Be  Kegarded  as  a  Satisfactory 
Substitute  for  the  Classics?"    Ed.  Rev.,  May,  1912. 

Keller,  A.  G.  "The  Case  of  Greek."    Atl.  Mo.,  June,  1908  (critical). 
"The  Case  of  Latin."    The  Yale  Rev.,  Oct.,  1916. 

Kelsey,  F.  W.  "The  New  Humanism."    Art  and  Archeology,  Jan.,  1918. 


13 

Kent,  E.  G.  "Latin  and  Greek  in  the  Newspapers."  Old  Penn,  Univr  of 
Penna.,  Mch.  30,  1917. 

King,  Irving.  '^The  Educational  Value  of  the  Classical  Languages."  Ed. 
Rev.,  May,  1907. 

Urges  tlie  need  of  correlation  of  classical  study  with  modern  life  and  needs, 
social  and  political. 

Kipling,  Kudyard.  "Regulus"  (a  school  story).  The  Metropolitan,  Apr., 
1917. 

Knapp,  Charles  (Editorial).    CI.  W.,  May  23,  1908. 

Quotes  the  opinions  of  Woodrow  Wilson,  Pres.  Schurman,  John  Stuart  Mill, 
(cf.  his  Inaugural  Address,  St.  Andrew's,  1867),  Prof.  Palgrave  (late  Professor 
of  Poetry  at  Oxford),  Prof.  Grandgent  (of  Harvard). 

Livingstone,  R.  W.  A  Defence  of  Classical  Education.  London:  Mac- 
millan  &  Co.,  1916. 

C.  Ill,     "Physical  Science  and  the  Humanities." 
C.  V.    "Some  Educational  Advantages  of  the  Classics:" 
3.  "Disadvantages  of  Educating  a  Nation  on  Its  Own  Literature." 
A  strong  defence  of  the  educational  value  of  the  Classics,  at  the  same  time 
recognizing  the  urgent  need  of  reform  in  methods  of  teaching  Latin  and  Greek. 

Lodge,  G.  "The  Value  of  the  Classics  in  the  Training  for  Citizenship." 
Teachers  College  Record,  March,  1917. 

"The  Sham  Argument  Against  Latin."    The  Nation,  June  7,  1917. 

Lodge,  H.  C.  "A  Modest  Plea  for  the  Humanities."  Harvard  Orad.  Mag., 
Sept.,  1915. 

Mackail,  John  William.  "The  Study  of  Poetry  "  a  discourse  prepai-ed 
for  the  inauguration  of  the  Eice  Institute.  The  Rice  Institute  Pam- 
phlet, Sept.,  1915. 

Meyer,  Frank  B.  "Latin  and  Greek  in  Horticulture."  The  Floiver 
Grower,  March,  1921. 

Miller,  Walter.  "The  Practical  Side  of  the  Classics."  Southern  Ed. 
Rev.,  April,  1907. 

Millner,  H.  C.  "The  Function  of  Latin  in  School  and  College."  Ed. 
Rev.,  Mch.,  1910. 

More,  Paul  E.    "The  Paradox  of  Oxford."    School  Rev.,  June,  1913. 
"The  Old  Education  and  the  New."    The  Nation,  June  29,  1916. 

Morgan,  Morris  H.  Addresses  and  Essays.  New  York:  American  Book 
Co.,  1909. 

1.  "The  Student  of  the  Classics." 

2,  "The  Teacher  of  the  Classics." 


14 

MuKRAY,  Gilbert.    "Idola  Linguarum:   Greek."    Ed.  Rev.,  Sept.,  1914. 

Religio    Grammatici,    the   Religion   of   a  Man   of  Letters.      Boston: 
Houghton,  Mifflin  Co.,  1918. 

"What  English  Poetry  May  Still  Learn  from  Greek.''    Atl.  Mo.,  Nov., 
1912. 

Nemiah,  Koyal  Case.  "University  Eeconstruction  and  the  Classics." 
The  Dial  April  19,  1919. 

NiGHTiiSTGALE,  A.  F.  "The  Classics  as  an  Educator  Sees  Them."  The 
Outlook,  June  20,  1914. 

NoRRis,  0.  0.  "The  Social  Argument  for  the  Study  of  the  Classics."  The 
American  Schoolmaster  (Michigan  State  Normal),  Jan.,  1914. 

Nutting,  H.  C.  "The  Cumulative  Argument  for  the  Study  of  Latin." 
School  and  Society,  Dec.  2,  1916. 

"General  Discipline  and  the  Study  of  Latin."     School  and  Society, 
March  3,  1917. 

"The  Latin  in  English."    CI.  J.,  Dec,  1920. 

Oldfather,  W.  a,  "Latin  as  an  International  Language."  CI.  J.,  Jan., 
1921. 

OsLER,  Sir  William.  The  Old  Humanities  and  the  New  Science.  An 
Address  delivered  at  Oxford,  befoi^e  the  Classical  Association  of  Great 
Britain,  May  16,  1919.    London:   John  Murray,  1919. 

The  story  of  the  free  cities  of  Greece,  writes  Dr.  Osier,  shows  how  a  h)ve  of 
the  higher  and  brighter  things  of  life  may  thrive  in  a  democracy.  The  realiza- 
tion in  a  democracy  of  so  reasonable  an  ambition  should  be  compatible  with  the 
control  by  science  of  the  forces  of  nature  for  the  common  good,  and  a  love  of 
all  that  is  best  in  religion,  in  art,  and  in  literature. 

Ov^TEN,  W.  B.  The  Humanities  in  the  Education  of  the  Future.  Boston: 
Sherman,  French  &  Co.,  1912. 

Penick,  D.  a.  "What  the  Classicists  Think  of  the  Classics."  The  Univer- 
sity of  Texas  Record,  Vol.  X,  4. 

Perkins,  Albert  S.    "Latin  as  a  Practical  Study."    CI.  J.,  Apr.,  1913. 

"Latin  as  a  Vocational  Study  in  the  Commercial  Course."    CI.  J.,  Oct., 
1914. 

"The  Dorchester  Experiment  in  Vocational  Latin."    CI.  J.,  Nov.,  1916. 

"Latin  Training  for  Business."    CI.  J.,  Dec,  1920. 

PosTGATE,  J.  P.  Dead  Language  and  Dead  Languages.  London :  John 
Murray,  1910, 

Puncheon,  Katharine  M.  "Liberal  Studies  in  the  High  School  Curricu- 
lum."   CI.  W.,  Oct.  3,  1914. 

An  address  delivered  at  the  organization  meeting  of  the  Philadelphia 
Society  for  the  Promotion  of  Liberal  Studies,  March  14,  1914, 


15 

Putnam,  Emily  James.  "A  Classical  Education."  Putnam's  Mo.,  Jan., 
1908. 

Pleads  that  the  fertility  of  the  future  is  jeopardized  by  neglect  of  the  rela- 
tions between  Western  society  and  its  origins. 

Roberts,  W.  Rhys.  "The  Classics  in  Education ;  Humanism  and  Literary 
Values."    The  London  Times,  Jan.  7,  1913. 

Rouse,  W.  H.  D.  "Learning  English  Thru  the  Classics."  CI.  W.,  Oct.  19, 
26,  1912  (reproduced  from  The  Nation,  Sept.  21,  1912). 

"Machines  or  Mind?"    Introduction,  to  the  "Loeb  Classical  Library." 
Reprinted  in  CI.  W.,  Jan.  11,  1913. 

Sabin,  Frances  E.  The  Relation  of  Latin  to  Practical  Life.  A  concise 
illustration  in  answer  to  "Whaf  s  the  Use  of  Latin  ?"  Published  by  the 
author,  405  N.  Henry  St.,  Madison,  Wis.,  1913. 

ScHELLiNG,  F.  E.  "Humanities,  Gone  and  to  Come,"  in  Representative 
Phi  Beta  Kappa  Orations.    Boston:   Houghton  Mifflin  'Co.,  1915. 

"New  Humanities  for  Old."    Phi  Beta  Kappa  Address.    CI.  W.,  April 
18,  1914. 

Shaw,  Albert.  "Classic  Ideals  and  American  Life."  CI.  W.,  May  21,  1917. 

Sherman,  Stuart  P.  "English  and  the  Latin  Question."  Home  and 
School  Education,  April,  1912.    Reprinted  in  CI.  W.,  May  11,  18,  1912. 

Shorey,  Paul,  "Discipline  vs.  Dissipation  in  Secondary  Education." 
School  Rev.,  April,  1897. 

The  Assault  on  Humanism.    Boston:  Atlantic  Mo.  Co.,  1917. 

Written  in  reply  to  Mr.  Flexner's  attack  on  the  Humanities,  and  first  pub- 
lished in  the  Atlantic  Monthly,  June,  July,  1917.  It  has  been  said  of  this  little 
volume  that  if  not  another  blow  be  struck  for  the  Classics  in  our  lifetime,  his- 
torians will  yet  maintain  that  a  good  fight  has  been  fought,  and  one  well  worthy 
of  the  luminous  chronicles  which  adorn  the  pages  of  humanism. 

"The  Bigotry  of  the  New  Education."    The  Nation,  Sept.  6,  1917. 

Showerman,  Grant.    "The  Great  Vocation."    The  Dial,  Sept.  30,  1915. 

Liberal  vs.  Vocational  Education. 

Smith,  Kirby  Flower.  Martial  the  Epigrammatist,  and  other  essays. 
Baltimore:   The  Johns  Hopkins  Press,  1920. 

C.  on  "The  Classics  and  Our  Vernacular." 

C.  on  "The   Future  Place  of  the   Humanities   in   Education"    (also 
printed  in  The  Johns  Hopkins  Alumni  Magazine,  March,  1919). 

Dwells  on  the  importance  of  the  Humanities  for  aesthetic  reasons,  but  no 
less  for  genetic  and  historical  reasons. 

Stearns,  A.  E.  "Some  Fallacies  in  the  Modern  Educational  Scheme"  (a 
reply  to  Dr.  Flexner).    Atl.  Mo.,  Nov.,  1916. 


16 
Van  Dyke,  Henry.    "A  Classic  Instance."    The  Outlooh,  Nov.  13,  1918. 

Wenley,  K.  M.  ''The  Nature  of  Culture  Studies.''  School  Rev..  June, 
1905. 

"Transition  or  What?"    Ed.  Rev.,  May,  1907. 

"Can  We  Stem  the  Tide?"    ii'^^.  i^ei;.,  Oct.,  1907. 

West,  Andrew  F.  The  War  and  Education.  Princeton:  Princeton  Uni- 
versity Press,  1917. 

Contains  a  number  of  war-time  addresses,  in  defence  of  the  native  tongues 
and  literatures  of  ancient  freedom,  ancestral  to  our  own. 

Williams,  Talcott.  Abstract  from  a  speech  delivered  before  the  Philadel- 
phia Society  for  the  Promotion  of  Ijiberal  Studies,  October  15,  1914. 
CI.  W.,  Dec.  5,  1914. 

Wilson,  Woodrow.  "The  Spirit  of  Learning."  Harvard  Graduate  Maga- 
zine, Sept.,  1909. 

Witmer,  Lightner.  "On  the  Relation  of  Intelligence  to  Efficiency."  The 
Psychological  Clinic,  Univ.  of  Penn.,  May  15,  1915. 

Distinguishes  between  intelligence  as  a  teleological  concept,  and  efficiency 
as  a  mechanical  concept. 

Yeames,  H.  H.    "A  Plea  for  Greek."    CI  W.,  Oct.  11,  1913. 
"The  Renaissance  of  Greek."    CI.  W.,  Oct.  16,  23,  1915. 

(Anonymous).  "The  Present  Conflict  Between  Romanticism  and  Clas- 
sicism: a  Plea  for  Classical  Renaissance."    Current  Lit.,  Dec,  1912. 

"The  Passing  of  the  Educated  Man."     The   Unpopular  Rev.,  Jan.- 
Mch.,  1915. 

A  defence  of  non-vocational  training. 


Ill 

Adam,  Ja:n[ES  The  Vitality  of  Platonism.  Cambridge  University  Press, 
1911. 

Anderson,  A.  E.    "Ibsen  and  the  Classic  World."    CI  J.,  Jan.,  1916. 

Appletox,  W.  H.  Greek  Poets  in  English  Verse.  Boston:  Houghton, 
Mifflin  &  Co.,  1899. 

Bryce,  James  Viscount.  "The  Worth  of  Ancient  Literature  to  the  Mod- 
ern World."  Fortnightly  Rev.,  Apr.,  1917.  New  York:  The  General 
Education  Board,  1917. 

Burns,  C.  Delisle.  Greek  Ideals:  A  Study  of  Social  Life.  London:  G. 
Bell  and  Sons,  Ltd.,  1917. 

A  study  of  Greek  life  and  thought  as  an  inheritance  belonging  to  every  man 
of  intelligence. 

Butcher,  S.  H.  Some  Aspects  of  the  Greek  Genius.  London :  Macmillan 
and  Co.,  1891. 

C.  1.     "What  We  Owe  to  Greece." 

A  book  of  rare  value,  even  for  those  without  a  knowledge  of  the  Greek 
language,  showing  that  to  Greece  we  owe  the  love  of  science,  the  love  of  art,  the 
love  of  freedom:  not  science  alone,  art  alone,  or  freedom  alone,  but  these 
vitally  correlated  with  one  another  and  brought  into  organic  union.  In  each 
of  these  directions,  Greece  has  given  a  mighty  impulse  to  Western  civilization. 
From  this  pure  source  we  inherited  the  idea  of  the  unity  of  learning,  the  gov- 
erning principle  of  which  is  the  disinterested  love  of  knowledge. 

Harvard  Lectures  on  The  Originality  of  Greece.    London :   Macmillan 
&  Co.,  1911. 

C.  3.    "The  Greek  Love  of  Knowledge." 

"But  those  who  care  for  the  deeper  principles  of  education  will  never  cease 
to  go  back  to  wliat  the  Greeks  have  said  or  hinted  on  this  theme.  All  great 
teachers  have  been  Greek  in  spirit.  Education,  in  the  Greek  view,  is  the 
antithesis  of  any  mere  specialism,  and  that  in  two  senses.  It  emancipates  us 
from  the  narrowing  influence  of  a  trade  or  a  purely  professional  calling,  and 
lifts  us  into  the  higher  air  of  liberal  studies," 

Cauer,  Paul.  Das  Altertum  im  Lelen  der  Gegenwart.  Leipzig:  B.  G. 
Teubner,  1915. 

Chamberlain,  H.  S.  The  Foundations  of  the  Nineteenth  Century.  Trans- 
lated from  the  German,  by  J.  Lees.    New  York:  John  Lane  Co.,  1911. 

First  Part,  Division  1,  "The  Legacy  of  the  Ancient  World."  A  very  brilliant 
work. 

Collins,  John  Churton.  Greek  Influence  on  English  Poetry.  London : 
Sir  Isaac  Pitman  and  Sons,  1910. 

A  series  of  lectures  prepared  primarily  for  those  students  in  Birmingham 
University,  who  had  to  master  the  relation  between  Greek  literature  and 
English  literature.  The  attention  of  the  reader  is  called  to  the  first  lecture, 
"Greek  as  a  factor  in  Modern  Education,"  in  which  Mr.  Collins  agrees  with 
Sir  Henry  Maine:  "To  one  small  people  covering  in  its  original  seat  no  more 
than  a  handful  of  territory,  it  was  given  to  create  the  principle  of  progress,  of 
movement  onwards  and  not  backwards  or  downwards,  of  destruction  tending 
to  construction.  That  people  was  the  Greek.  Except  the  blind  forces  of 
Nature,  nothing  moves  in  this  world  which  is  not  Greek  in  its  origin." 

17 


18 

CoMPARETTi,  D.     Vergil  in  the  Middle  Ages.    Translated  by  E.  F.  M.  Ben- 
ecke.    London:  Macmillan  &  Co.,  1895. 

Conway,  E.  S.    New  Studies  of  a  Great  Inheritance.    London:    Murray, 
1920. 

Cooper,  Lane.    The  Greeh  Genius  and  Its  Influence.    New  Haven :   Yale 
University  Press,  1917.    Select  Essays  and  Extracts. 

Introduction:    "The  Significance,  of  the  Classics." 

C.  II,  J.  C.  Stobart,  "The  Legacy  of  Greece." 

C.  VIII,  Maurice  Croiset,  "The  Greek  Race  and  Its  Genius." 

C.  IX,  A  Boeckh,  "The  Nature  of  Antiquity." 

C.  XIV,  E.  K.  Rand,  "The  Classics  in  European  Education." 

C.  XV,  C.  G.  Osgood,  "Milton's  Use  of  Classical  Mythology." 

C.  XVI,  S.  L.  Wolff,  "The  Greek  Gift  to  Civilization." 

C.  XVII,  T.  Zielinski,  "Our  Debt  to  Antiquity." 

C.  XVIII,  B.  L.  Gildersleeve,  "Americanism  and  Hellenism." 

Cunningham,  W.    An  Essay  on  Western   Civilization  in  Its  Economic 
Aspects:  Ancient  Times.    New  York:   G.  P.  Putnam^s  Sons,  1913. 

The  author  endeavors  in  this  essay  to  bring  out  the  main  economic  features 
in  the  growth  and  diffusion  of  the  civilized  life  of  Western  Europe,  to  which 
so  many  peoples  and  countries  have  contributed,  not  forgetting  the  many  ele- 
ments which  we  owe  to  ancient  Greece. 

Dearmer,  Percy.    The  Ornaments  of  the  Ministers.    London :   A.  E.  Mow- 
bray &  Co.  (no  date). 

Dunning,  W.  A.     Political  Theories,  Ancient  and  Modern.     New  York: 
The  Macmillan  Co.,  1902. 

Ferrero,  Guglielmo.     Ancient  Rome  and  Modern  America.     New  York : 
G.  P.  Putnam's  Sons,  1914. 

The  author  paints  in  strong  colors  the  contrast  between  ancient  and  modern 
civilization:  quality  and  quantity  are  the  two  principles  of  the  two  civiliza- 
tions. 

Between  the  Old  World  and  the  New:  A  Moral  and  Philosophical  Con- 
trast.   New  York :   G.  P.  Putnam's  Sons,  1914. 

Europe's  Fateful  Hour.    New  York :   Dodd,  Mead  &  Co.,  1918. 

Recalls  the  links  of  language,  culture,  manner  and  customs  binding  us  to 
the  brilliant  civilizations  of  Greece  and  Rome. 

FiNSLER,  Georg.    Homer  in  der  Neuzeit,  von  Dante  his  Goethe.    Leipzig: 
B.  G.  Teubner,  1912. 

Flint,  Thomas.    "Carlyle  as  a  Classicist,"  CI.  F.,  Dec.  1,  1919. 

Gayley,  C.  M.     Classic  Myths  in  English  Literature.     Boston:    Ginn  and 
Co.,  1903. 

Gordon,  G.  S.  (Editor).     English  Literature  and  the  Classics.     Oxford: 
Clarendon  Press,  1912.  ;, 


19 

Grant,  Arthur  J.     Greece  in  the  Age  of  Pericles.     New  York:    Charles 
Scribner^s  Sons,  1914. 

Prof.  Grant  adapts  the  sentiment  of  Pascal  in  order  to  emphasize  that 
continuity  and  identity  of  the  existence  of  the  human  race  from  which  the  study 
of  history  derives  the  whole  of  its  meaning  and  value:  "The  whole  series  of 
liuman  generations  during  the  course  of  the  ages  should  be  regarded  as  one  man 
ever  living  and  ever  learning."  In  this  process  of  living  and  learning,  we  should 
not  lose  sight  of  the  fact  that  the  Athenians  in  the  Age  of  Pericles  were,  intel- 
lectually, the  most  highly  gifted  race  that  the  world  has  known. 

Harrison,  J.  S.     Platonism  in  English  Poetry.     New  York:    Columbia 
University  Press,  1903. 

Hasktns,  C.  H.     "The  Greek  Element  in  the  Renaissance  of  the  Twelfth 
Century."    Amer.  Hist.  Rev.,  July,  1920. 

Immisch,  Otto.     Das  Erie  der  Alten.     Leipzig:    Dieterich'sche  Verlags- 
buchhandlung,  1920  seq. 

Schriften  iiber  Wesen  u.  Wirkung  der  Antike.  E.  g.,  "Aristophanes  und  die 
Nachwelt,"  Wilhelm  Suss;  "Plutarch,"  Kudolf  Hirzel;  "Euripides,"  Hugo 
Steiger;  "Das  Nachleben  der  Antike,"  Otto  Immisch;  "Die  Tragischen  Gest- 
alten  der  Griechen  in  der  Weltliteratur,"  Karl  Heinemann;  "Die  Antike  in 
Poetik  u.  Kunsttheorie  vom  Ausgang  des  Klassischen  Altertums  bis  auf  Goethe," 
Karl  Borinski ;    "Horaz  im  Urteil  der  Jahrhunderte,"  E.  Stemplinger. 

Jebb,   Sir  Richard  C.    Essays  and  Addresses.     Cambridge:    University 
Press,  1907. 

C.  on  "Humanism  in  Education"  (The  Romanes  Lecture,  1899). 

C.  "On  Present  Tendencies  in  Classical  Studies." 

C.  on  "The  Influence  of  tlie  Greek  Mind  on  Modern  Life." 

Keller,  W.  J.     Goethe's  Estimate  of  Greek  and  Latin  Writers.    Madison, 
Wis. :  University  of  Wisconsin,  1916. 

Kerlin,  R.  T.    Theocritus  in  English  Literature.     J.  P.  Bell  Co.,  Lynch- 
burg, Va.,  1910, 

Lawson,  John  C.    Modern  Greek  Folklore  and  Ancient  Greek  Religion.    A 
Study  in  Survivals.     Cambridge:   University  Press,  1910. 

Leaf,  Walter.    Homer  and  History.    London:   Macmillan  &  Co.,  1915. 

Lewis,  James   Hamilton.     The   Two    Great  Republics,  Rome  and  the 
United  States.    Chicago:   Rand,  McNally  &  Co.,  1913. 

Lindsay,  W.  S.     History  of  Merchant  Shipping  and  Ancient  Commerce. 
London:   Low,  Marston  Co.,  1874-1883. 

Livingstone,  R.  W.    The  Greek  Genius  and  Its  Meaning  to  Us.    Oxford : 
Clarendon  Press,  1912. 

C.  I,  "The  Note  of  Beauty." 

C.  II,  "The  Note  of  Freedom." 

C.  Ill,  "The  Note  of  Directness." 

C.  IV,  "The  Note  of  Humanism." 

C.  VI,  "The  Notes  of 'Sanity  and  Manysidedness." 

Low,  W.  H.     The  Belt  of  Modern  Art  to  Ancient  Greece.     New  York: 
Scribner's,  1920. 


20 

Maiiaffy,  John  P.  What  Have  the  Greeks  Done  for  Modern  CiviUzaiion? 
'J^he  Lowell  Lectures  for  1908-09.  New  York:  G.  P.  Putnam's  Sons, 
1909. 

These  lectures  attempt  to  cover  the  whole  field  of  Greek  influence,  not  only 
in  the  various  arts  in  which  such  influence  is  generally  realized,  but  also  in 
those  departments  of  thinking  in  which  moderns  arrogate  to  themselves  an 
unquestioned  authority. 

Bamhles  and  Studies  in  Greece.     New  York:    The  Macmillan  Com- 
pany, 1913. 

A  sentimental  view  of  Greece,  omitting  the  ephemeral  and  commonplace, 
and  delaying  in  contemplation  of  those  things  which  have  made  Greece  of  para- ' 
mount  importance  to  the  civilized  world. 

Matthews,  Brander.  Development  of  the  Drama.  New  York:  Scribners, 
1916. 

MouLTON,  R.  G.  The  Ancient  Classical  Drama.  A  Study  in  Literary  'Evo- 
lution.   Oxford :   Clarendon  Press,  1890. 

MtJLLER,  F.  Max,  and  Prof.  Jebb.  Lectures  in  Aspects  of  Modern  Study. 
being  lectures  delivered  before  the  London  Society  for  the  Extension  of 
University  Teaching,  1886  to  1894.  London:  Macmillan  and  Co., 
1894. 

Two  lectures  in  this  volume  are  of  particular  importance  to  all  those  who 
are  seeking  the  pearl  of  great  price  in  education :  "Some  Lessons  of  Antiquity," 
hv  Prof.  F.  Max  Miiller,  and  "The  Influence  of  the  Greek  Mind  on  JNIodern 
Life,"  by  Prof.  Jebb. 

Murray,  Gilbert.    Hamlet  and  Orestes.    New  York:   Oxford  Press,  1914. 

Eiiglish  Literature  and  the  Classics.    Oxford :   University  Press,  1914. 

Mustard,  W.  P.  Classical  Echoes  in  Tennyson.  New  York :  The  Macmil- 
lan Co.,  1904. 

NiTCHiE,  Elizabeth.    "Horace  and  Thackeray."    CI.  J.,  Mch.,  1918. 
"The  Classicism  of  Walter  Savage  Landor."    CI.  J.,  Dec,  1918. 

Vergil  and  the  English  Poets.    New  York :   Columbia  University  Press, 
1919. 

"Browning's  Use  of  the  Classics."    CI.  W.,  Jan.  31,  1921. 

Osgood,  Charles  G.  Classical  Mythology  of  Milton's  English  Poems. 
New  York:  Henry  Holt  &  Co.,  1900.    Vol.  8,  Yale  Studies  in  English. 

Powers,  H.  H.  The  Message  of  Greek  Art.  New  York :  The  Macmillan 
Co.,  1913. 

Reinhardstoettner,  Karl  von.  Plautus:  spatere  Bearbeitungen  plau- 
tinischer  Lustspielen.    Leipzig:   Friedrich,  1886. 

Sandys,  Sir  John  Edwin.  A  Short  History  of  Classical  Scholarship. 
Cambridge :   University  Press,  1915. 


21 

SjiELLEY,  Percy  B.    Poetical  Works.    London:  Milner  and  Sowerby.     (No 
date. ) 

The  introduction  to  Shelley's  "Hellas,"  a  lyrico-dramatic  burst  of  exultation 
on  the  outbreak  of  the  Greek  war  for  liberty,  contains  the  following  estimate 
of  Hellenic  civilization:  "We  are  all  Greeks,  Our  laws,  our  literature,  our 
religion,  our  arts,  have  their  roots  in  Greece.  But  for  Greece,  Rome,  the 
instructor,  the  conqueror,  or  the  metropolis  of  our  ancestors,  would  have 
spread  no  illumination  with  her  arms,  and  we  might  still  have  been  savages 
and  idolators." 

Staffer,  P.   Shakespeare  and  Classical  Antiquity.    London :  Kegan,  Paul, 
Trench  &  Co.,  1880. 

Stemplinger,  Eduard.     Das  Fortlelen  der  Horazischen  Lyrik  Seit  der 
Renaissance.    Leipzig:   Tenbner,  1906. 

Stobart,  J.  C.  The  Glory  That  Was  Greece:  A  Survey  of  Hellenic  Culture 
and  Civilization.    Philadelphia:  J.  B.  Lippincott  Company,  1915. 

The  Grandeur  That  Was  Rome:  A  Survey  of  Roman  Culture  and 
Civilization.    Philadelphia:   J.  B.  Lippincott  Company,  1913. 

A  companion  volume  to  The  Glory  That  Was  Greece,  by  the  same  author. 
The  point  of  view  is  that  of  the  whole  progress  of  civilization,  in  relation  to 
which  Athens  and  Rome  stand  side  by  side  as  the  parents  of  our  Western 
culture. 

Symonds,  John  Addington.    Renaissance  in  Italy:  The  Revival  of  Learn- 
ing.   New  York:  Henry  Holt  &  Co.,  1908. 

Taylor,  H.  0.    Ancient  Ideals.    New  York:  The  Macmillan  Co.,  1900. 

The  Classical  Heritage  in  the  Middle  Ages.  New  York:  Columbia 
University  Press,  1901. 

Thayer,  Mary  K.    The  Influence  of  Horace  on  the  Chief  English  Poets  of 
the  Nineteenth  Century.    New  York:  Yale  University  Press,  1916. 

Thomson,  J.  A.  K.    The  Greek  Tradition;  Essays  in  the  Reconstruction  of 
Ancient  Thought.    New  York:   The  Macmillan  Co.,  1915. 

Thorndike,  a.  H.    Tragedy.    Boston :   Houghton,  Mifflin  &  Co.,  1908. 

Tucker,  T.  G.    Foreign  Debt  of  English.    New  York:  The  Macmillan  Co., 
1907. 

Life  in  Ancient  Athens:  The  Social  and  Public  Life  of  a  Classical 
Athenian  from  Day  to  Day.  New  York:  The  Macmillan  Company, 
1913. 

See  Chapter  17  for  a  description  of  the  modernity  of  the  Athenian  who, 
placed  in  the  clear  atmosphere  of  truth,  is  actually  nearer  to  us  than  our  own 
ancestors  of  a  few  centuries  ago. 

Tyrrell,  E.  Y.    "Our  Debt  to  Latin  Poetry  as  Distinguished  from  Greek." 
Nineteenth  Century,  April-May,  1911. 


22 

Wendell,  Barrett.     The  Traditions  of  European  Literature  from  Homer 
to  Dante.    New  York :    Charles  Scribner's  Sons,  19^0. 

Wenley,  K.  M.     The  Affinity  of  Plato's  '" Republic'  for  Modern  Thought 
Berkeley,  Cal. :  The  University  Press,  1905. 

Wharton,  H.  T.    Sappho.    London:   Lane,  1896;   New  York:    Brentano, 
1920. 

WooDBERRY,  George.    The  Appreciation  of  Literature.    New  York :   Baker, 
Taylor  Co.,  1907. 

Zielinski,   Thaddaeus.     Our  Debt  to   Antiquity    (translated  by   H.   A. 
Strong  and  Hugh  Stewart).     London:    Geo.  Koutledge  &  Sons,  1909. 

In  1903,  Prof.  Zielinski,  of  St.  Petersburg  University,  gave  a  course  of  lec- 
tures on  Our  Debt  to  Antiquity  to  the  highest  classes  of  the  secondary  schools 
in  the  capital.  These  lectures  have  been  published  in  the  Russian,  German 
and  English  languages,  and  they  constitute  an  unanswerable  argument  as  to 
the  value  of  classical  education.  "'Xo,  gentlemen,"  writes  Prof.  Zielinski,  "we 
have  no  idea  of  dragging  you  back  into  the  past;  our  gaze  is  directed  forwards 
and  not  backwards.  When  the  oak  sends  its  roots  deep  into  the  earth  on  which 
it  flourishes,  it  is  not  with  the  wish  to  grow  back  into  the  earth,  but  it  is  from 
this  soil  that  it  draws  the  strength  to  rise  to  heaven  beyond  all  the  herbs  and 
trees  which  draw  their  strength  merely  from  the  surface.  So  antiquity  should 
be  not  a  model,  but  a  source  of  quickening  strength  for  modern  culture." 

Cicero  im  Wandel  der  Jahrhunderte.    Leipzig:   B.  G.  Teubner,  1912.^ 


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23 


24 

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IV 

Abbott.  Evelyn.  Hellenica:  A  Collection  of  Essays  on  Greek  Poetry, 
Philosophy,  History  and  Religion.  London:  Longmans,  Green  &  Co., 
1898. 

A  series  of  essays  designed  to  increase  the  interest  taken  in  Greek  literature, 
of  particular  value  to-day  when  there  is  a  tendency  to  put  things  material  and 
practical  in  the  place  of  things  intellectual. 

Adams,  Epheaim  Douglas.  The  Power  of  Ideals  in  American  History. 
New  Haven :   Yale  University  Press,  1913. 

While  recognizing  the  influence  of  industries  and  of  geography  in  national 
growth,  the  author  places  intellectual  and  spiritual  forces  above  all  material 
factors  in  determining  the  character  and  destiny  of  the  Republic. 

Alexander,  Hartley  Burr.  Letters  to  Teachers  and  Other  Papers  of 
the  Hour.    Chicago:  The  Open  Court  Publishing  Company,  1919. 

These  papers  were  written  during  M^ar-time,  and  they  deal  with  the  problem 
of  reconstruction  where  it  is  most  fundamental,  and  that  is  in  tlie  life  of  the 
American  citizen.  The  author  states  that  the  guiding  principle  of  our  public 
school  organization  is  to  be  found  in  humanistic  breadth  of  mind,  and  not  in 
mere  technical  skill. 

Arnold,  Matthew.  Thoughts  on  Education  Chosen  from  the  Writings  of 
Matthew  Arnold.    New  York:    The  Macmillan  Company,  1912. 

Hebraism  and  Hellenism,  the  two  great  contributory  streams  from  the  past, 
to  our  own  civilization,  defined. 

Baldwin,  Simeon  E.  The  Relations  of  Education  to  Citizenship.  New 
Haven:   Yale  University  Press,  1912. 

All  that  is  essential  in  education  is  included  in  Judge  Baldwin's  remark: 
"The  university  offers  to  impart  knowledge  and  cultivate  the  power  of  reason- 
ing, but  the  great  office  of  knowledge  and  reasoning  is  to  be  a  means  of  reaching 
something  higher — the  plane  of  a  pure  and  lofty  and  well-ordered  life."  A  man 
thus  equipped  cannot  fail  to  be  a  good  citizen. 

Benson,  Arthur  C.  (Editor).  Cambridge  Essays  on  Education.  Cam- 
bridge :   University  Press,  1918. 

A  restatement  and  enforcement  by  argument  of  sound  principles  of  educa- 
tion, prepared  by  a  number  of  distinguished  English  scholars,  with  introduction 
by  Viscount  Bryce. 

Briggs,  LeBaron  Kussell.  School,  College  and  Character.  Boston  and 
New  York:   Houghton,  Mifflin  and  Company,  1901. 

Among  the  interesting  essays  in  this  volume  is  that  on  "Some  Old-fashioned 
Doubts  about  New-fashioned  Education,"  Avhich  originally  appeared  in  the 
Atlantic  Monthly. 

Routine  and  Ideals.     Boston  and  New  York:    Houghton,  Mifflin  and 
Company,  1901. 

This  book,  like  its  predecessor,  School,  College  and  Character,  is  written 
fr()!ii  the  point  of  view  that  the  college  of  liberal  arts  is  indispensable  to  our 
civilization,  because  it  stands  for  high  ideals.  Hence,  the  chief  business  of 
teaching  is  the  giving  and  receiving  of  ideals;  indeed,  the  ideal  is  the  source 
of  all  true  efficiency. 

25 


26 

Browning,  Oscar.  An  Introduction  to  the  History  of  Educational  Theo- 
ries.   New  York :   Harper  and  Brothers,  1885. 

The  author  recognizes  the  existence  of  a  sharp  antagonism  between  the 
individual  and  the  world:  the  individual  requires  something  for  the  full  satis- 
faction of  his  being,  while  the  world  requires  something  else  and  will  have  it. 

Bryce,  James.  University  and  Historical  Addresses  Delivered  During  a 
Residence  in  the  United  States  as  Ambassador  of  Great  Britain.  New 
York:   The  Macmillan  Company,  1913. 

Viscount  Bryce  hopes  that  the  stress  and  strain  of  commercial  life  which 
leaves  the  American  business  man  scarce  any  leisure  for  intellectual  pleasures, 
will  before  long  abate.  To  the  classicists,  he  says:  "If  you  can  keep  classical 
studies  from  further  declining  during  the  next  fifty  years,  your  battle  will 
have  been  won." 

BuissoN,  Ferdinand,  and  Farrington,  Frederic  E.  (Editors).  French 
Educational  Ideals  of  To-day:  an  Anthology  of  the  Moulders  of 
French  Educational  Thought  of  the  Present.  Yonkers-on-Hndson, 
New  York:   World  Book  Company,  1919. 

Every  American  teacher  should  become  familiar  with  this  remarkable  vol- 
ume of  essays  and  addresses  by  the  leading  publicists  and  educators  of  France. 
The  brilliant  address  by  Ernest  Lavisse,  professor  and  historian,  is  particularly 
appropriate  at  the  present  time,  for  it  reveals  the  soul  of  France,  which  is 
summed  up  in  the  word,  "humanity."  This  book  also  contains  the  scholarly 
lecture  of  Alfred  Croiset,  Professor  of  Greek  at  the  Sorbonne,  who  says  that  the 
ancients  express  the  ideas  which  form  the  basis  of  French  civilization. 

Burr,  Charles  W.  Adolescent  Insanity  and  National  Health.  Keprinted 
from  the  New  York  Medical  Journal,  August  21,  1915. 

A  protest  against  the  kind  of  altruism  which  is  being  widely  preached  in 
America  at  the  present  time,  which  tends  to  make  life  much  easier  for  a  great 
many  lazy  people,  but  instead  of  improving  the  race  is  injuring  it.  Dr.  Burr 
insists  that  we  must  stop  the  present  tendency  towards  the  easy  life  if  we  wish 
to  develop  a  strong  race  and  bring  down  the  insanity  rate.  This  is  his  con- 
clusion of  the  matter:  "We  spend  untold  millions  in  money  and  effort  in 
trying  to  remove  the  stresses  and  strains  of  life,  but  we  spend  relatively  little 
in  training  youths  to  withstand  stress  and  strain.  We  are  acting  as  if  it  v/ere 
possible  to  make  life  easy  for  everyone.  We  are  doing  all  that  we  can  to 
weaken  the  race.    We  have  lost  virility  and  are  becoming  effeminized." 

Butcher,  S.  H.  Harvard  Lectures  on  the  Originality  of  Greece.  Mac- 
millan and  Co.,  Limited :   St.  Martin's  Street,  London,  1911. 

A  companion  volume  to  Some  Aspects  of  the  Greek  Genius,  by  the  same 
author.  Dr.  Butcher  shows  how  the  love  of  knowledge  worked  on  the  Greeks 
with  a  potent  spell,  causing  them  to  view  education  as  the  training  of  a  faculty 
that  should  fit  men  for  the  exercise  of  thought  and  not  merely  for  the  knowl- 
edge that  is  needed  for  a  career.  Hence,  he  is  confident  that  those  who  care 
for  the  deeper  principles  of  education  will  never  cease  to  go  back  to  what  the 
Greeks  have  said  or  hinted  on  this  theme. 

Butler,  Nicholas  Murray.  True  and  False  Democracy.  New  York:  The 
Macmillan  Company,  1907. 

Dr.  Butler  claims  that  democracy  needs  the  highest  type  of  intellectual 
training  among  the  citizens,  and,  most  of  all,  the  moral  education  of  the  indi- 
vidual hiiman  being  to  the  point  where  he  realizes  the  squalid  poverty  of 
selfishness  and  the  boundless  riches  of  service,  which  alone  can  lift  civilization 
to  a  higher  plane  and  make  true  democracy  secure. 


27 

The  Meaning  of  Education.    New  York:    Scribner's,  1916. 

P.  104,  "The  superstition  that  the  best  gate  to  English  is  through  Latin  is 
anything  but  dead." 

C.  XVIII,  "Discipline  and  Social  Aim  of  Education." 

The  American  as  He  Is.     New  York:    The  Macmillan  Company,  1908. 

An  optijnistic  view  of  American  intellectual  life,  the  power  and  influence 
of  which  will  steadily  increase;  but  if  the  classical  tradition  further  weakens 
in  the  colleges  and  universities,  or  perishes  altogether,  there  will  be  a  serious 
decline  in  liberal  culture  and  productive  scholarsliip. 

The  Meaning  of  Education  and  Other  Essays  and  Addresses.     New 
York:   The  Macmillan  Company,  1909. 

Briefly  stated,  the  object  of  these  essays  and  addresses  is  to  show  that  edu- 
cation deals  primarily  with  the  preservation  of  the  culture  and  efficiency  that 
we  have  inherited  and  with  their  extension  and  development  in  a  scientific 
spirit  and  by  a  scientific  method. 

Canby,  Henry  Seidel.     College  Sons  and  College  Fathers.     Harper  and 
Brothers :   New  York,  1915. 

See  chapter  on  "Culture  and  Prejudice"  for  an  intelligent  discussion  of  the 
cultural  and  the  practical  in  education. 

Carpenter,  F.  B.   The  Inner  Life  of  Abraham  Lincoln:  Six  Months  at  the 
White  House.    New  York:    Hurd  and  Houghton,  1869. 

No  list  of  books  on  liberal  education  should  omit  this  work,  by  the  eminent 
American  artist  who  painted  the  picture  commemorating  the  signing  of  the 
Emancipation  Proclamation.  We  are  informed  by  Mr.  Carpenter  that  Lincoln 
had  read  less  and  thought  more  than  any  other  man  of  his  age;  that  he  was  not 
acquainted  with  any  great  book  written  in  the  eighteenth  or  nineteenth  century, 
but  that  the  Bible  and  Shakespeare  were  scarcely  ever  out  of  his  mind,  while 
to  Euclid  he  owed  the  development  of  his  reasoning  powers.  Call  it  education 
by  reflection,  if  you  will,  for  that  is  the  crying  need  of  the  present  day.  Such 
was  Lincoln's  path  to  knowledge,  and  it  must  be  pursued  by  all  the  sons  of 
earth,  whether  studying  in  the  cloistered  halls  of  Oxford,  or  under  the  rafters 
of  the  log  cabin  in  Indiana,  whether  including  the  rich  curriculum  of  the  arts 
and  sciences,  or  the  Bible,  Shakespeare  and  Euclid. 

Classics  in  British  Education.    London:    Published  by  His  Majesty's  Sta- 
tionery Office,  1919. 

An  official  statement  by  the  British  Government  as  to  the  value  of  the 
Humanities  in  education.  The  closing  words  of  this  tract  should  make  a 
strong  appeal  to  the  responsible  authorities  in  charge  of  the  American  schools: 
"Modern  intellectual  civilization  owes  its  rise  to  the  recovery  of  Greek  litera- 
ture at  the  Renaissance.  It  would  be  tragic"  if,  at  the  moment  Avhen  the  nation 
has  risen  to  the  height  of  its  great  ordeal  in  virtue  of  its  maintenance  of  those 
high  spiritual  ideals  which  ancient  literature  does  so  much  to  foster,  it  should 
put  out  of  its  life  the  source  and  mainspring  of  its  intellectual  inspiration. 
The  Classics  are  a  heritage  to  be  cherished,  not  to  the  exclusion  of  other 
worthy  and  necessary  subjects,  but  as  an  essential  element  with  them  in  the 
full  culture  on  which  a  nolale  national  life  can  be  nurtured  and  maintained." 

Clutton-Brock,  Arthur.    The  Ultimate  Relief.    New  York :   E.  P.  But- 
ton and  Company,  1916. 

The  European  War  has  convinced  the  author  that  we  need  to  have  a  true 
and  coherent  philosophy,  if  we  are  to  withstand  that  false  and  coherent  phil- 
osophy which  now  possesses  Germany.  The  true  philosophy  is  of  the  spirit,  and 
it  includes  moral,  intellectual  and  jesthetic  activities. 


Cook,  Sir  Theodore.  "American  and  English  Universities/'  a  chapter  in 
British  Universities  and  the  War.  Boston  and  New  York :  Houghton, 
Mifflin  and  Company,  1917. 

A  fitting  tribute  to  the  university  men  on  both  sides  of  the  Atlantic,  who 
proved  tlieniselves  fit  champions  of  high  ideals  upon  the  battlefields  of  Europe. 
They,  too,  must  go  out  through  all  the  world,  in  the  great  future  of  our  recon- 
struction, as  the  best  prophets  of  the  promise  of  our  race. 

CoRBiN,  John,  An  American  at  Oxford.  Boston:  Houghton,  Mifflin  and 
Company,  1902. 

An  intimate  account  of  higher  education  in  England,  the  aim  of  which  is  to 
develop  the  moral  and  social  virtues,  no  less  than  the  mental — to  train  up  boys 
to  be  men  among  men. 

Darroch,  Alexander.  Education  and  the  Neiu  Utilitarianism,  and  Other 
Educational  Addresses.  New  York  and  London:  Longmans,  Green 
and  Co.,  1914. 

The  conclusion  drawn  from  this  collection  of  addresses  is  that  life  is  more 
than  knowledge,  and  the  latter's  true  function  is  to  aid  in  the  elevation  and 
betterment  of  the  former;  that  the  life  of  active  social  usefulness  is  the  only 
life  worth  living,  and  that  the  really  happy  man  is  he  who  is  efficient  to  per- 
form his  duties  in  the  station  of  life  for  which  by  nature  and  education  he  is 
fitted.  Althougli  this  is  the  great  purpose  of  education,  the  author  confesses 
that  we  are  a  long  way  from  a  full  and  exact  knowledge  of  how  the  mind 
develops,  and  consequently  we  are  not  within  sight  of  a  scientific  pedagogy. 

De  Hovre,  Franz.  German  and  English  Education.  New  York :  Charles 
Scribner's  Sons,  1917. 

This  exiled  scholar  of  Louvain  University  reminds  us  that  German  educa- 
tion is  based  on  a  national  principle,  while  that  of  England  is  founded  on  the 
human  principle:  they  want  it  in  order  to  make  men.  This  is  his  conclusion: 
"Moreover,  the  war  will  have  shown  with  effect  the  tragic  aspect  of  science,  of 
inventions,  and  of  theories  of  life  so  as  to  make  it  plain  to  the  most  superficial 
mind,  that  progress  in  knowledge,  in  intellect,  in  science,  which  is  not  attended 
by  a  corresponding  progress  in  character  and  conscience,  in  heart  and  soul,  is 
bound  sooner  or  later  to  end  in  a  catastrophe  not  only  for  individuals,  but  for 
entire  nations." 

Dickinson,  G.  Lowes.  The  Greek  View  of  Life.  London:  Methuen  and 
Co.,  Limited. 

Empliasis  is  given  to  the  thought  that  the  specific  achievement  of  the  Greek 
spirit,  as  reflected  in  the  works  of  their  most  enlightened  poets  and  tliinkers, 
was  to  humanize  barbarism  and  put  an  end  to  superstition. 

DoBBS,  A.  E.  Education  and  Social  Movements,  1700-1850.  London: 
Longmans,  Green  and  Co.,  1919.  ^ 

The  chapters  contained  in  this  volume  are  intended  to  form  part  of  a  history 
of  English  popular  education  in  modern  times,  with  special  reference  to  move- 
ments of  democratic  origin  or  tendency,  the  significance  of  which  has  received 
new  emphasis  through  tfie  rise  of  the  Workers'  Educational  Association.  The 
English  workers  are  demanding  the  opportunity  for  liberal  education. 

Drever,  James.  Greek  Educaction:  Its  Practice  and  Principles.  Cam- 
bridge:  University  Press,  1912. 

This  book  is  not  written  by  a  classical  scholar  for  classical  scholars,  but 
by  a  student  of  education  for  students  of  education.  The  author  has  a  lesson 
of  direct  value  in  tlie  constructive  educational  work  of  the  twentieth  century: 
"Greek  educational  thouglit  still  remains  of  fundamental  importance  to  the 
student  of  to-day;  education  can  be  reformed,  but  it  cannot  be  recreated;  we 
cannot  entirely  break  away  from  our  past  in  education,  and  our  past  is  Greek." 


29 

Eliot,  Charles  W.  Education  for  Efficiency  and  a  New  Definition  of  the 
Educated  Man.    Boston  :   Houghton,  Mifflin  and  Company. 

Dr.  Eliot  insists  that  education  for  efficiency  must  not  be  materialistic, 
prosaic,  or  utilitarian;  it  must  be  idealistic,  humane,  and  passionate,  or  it 
will  not  win  its  goal.  He  agrees  with  Matthew  Arnold  that  the  educated  man 
is  governed  by  two  passions — one  the  passion  for  pure  knowledge,  the  other  the 
passion  for  being  of  service  or  doing  good. 

EucKEN,  EuDOLF.  The  Prollem  of  Human  Life  as  Viewed  hy  the  Great 
Thinkers  from  Plato  to  the  Present  Time.  New  York :  Charles  Scrib- 
ner's  Sons,  1912. 

An  indispensable  work  for  the  teacher  and  general  reader  in  post-war  times, 
emphasizing  the  vital  importance  of  considering  the  problem  of  life  as  a  whole. 
The  philosopher  at  Jena  warns  us  that  we  should  give  a  new  direction  to  our 
vision;  that  if  our  powers  are  wholly  concentrated  on  outward  things  and 
there  is  an  ever-diminishing  interest  in  the  inner  life,  the  soul  inevitably 
suffers.  "Inflated  with  success,"  he  says,  "'we  yet  find  ourselves  empty  and 
poor.  We  have  become  the  mere  tools  and  instruments  of  an  impersonal  civili- 
zation which  first  uses  and  then  forsakes  us,  the  victims  of  a  power  as  pitiless 
as  it  is  inhuman,  which  rides  rough-shod  over  nations  and  individuals  alike, 
ruthless  of  life  or  death,  knowing  neither  plan  nor  reason,  void  of  all  love  or 
care  for  man."  Dr.  Eucken  assures  us  that  our  comfort  and  hope  are  to  be 
found  in  the  belief  that  we  can  rise  from  the  contemplation  of  that  which  is 
merely  human  to  the  recognition  of  a  spiritual  world,  and  that  while  striving 
to  mould  life  afresh,  we  can  still  draw  much  that  is  of  value  from  the  spiritual 
treasure-house  of  the  past.     For  the  past,  rightly  understood,  is  no  mere  past. 

Falconer,  Sir  Egbert.  Idealism  in  National  Character:  Essays  and 
Addresses.  London  and  New  York:  Hodder  and  Stoughton,  Limited, 
1920. 

A  plea  for  idealism  in  education.  Both  scientist  and  humanist  should  seek 
to  comprehend  man  as  he  is  in  his  present  environment,  whence  he  came  and 
what  he  hopes  to  become. 

Fisher,  H.  A.  L.  Education  Reform  Speeches.  Oxford :  Clarendon  Press, 
1918. 

Speeches  delivered  by  Mr.  Fisher  in  the  House  of  Commons  since  his 
assumption  of  office  as  President  of  the  Board  of  Education.  He  believes  that 
the  province  of  popular  education  is  to  equip  the  rising  generations  for  all  the 
tasks  of  citizenship,  and,  moreover,  each  individual  has  the  right  to  know  and 
enjoy  all  the  best  that  life  can  ofi'er  in  the  sphere  of  knowledge,  emotion 
and  hope. 

The  Place  of  the  University  in  National  Life.    London  and  New  York : 
Oxford  University  Press,  1919. 

Barnett  House  Address  delivered  in  the  Sheldonian  Theatre  at  Oxford  on 
February  22,  1919,  in  which  Mr.  Fisher  points  out  the  many  fields  of  usefulness 
that  have  opened  to  the  universities  as  the  result  of  the  war.  He  urges  that 
more  stress  should  be  laid  upon  the  teaching  of  the  Humanities  and  upon  a 
diffusion  of  that  particular  type  of  intellectual  habit  which  familiar  conversa- 
tion with  the  great  minds  of  the  past  is  apt  to  engender. 

Fisher,  Sydney  George.  American  Education.  Boston:  Eichard  G. 
Badger,  1917. 

Condemns  the  information -giving  system  of  education  and  urges  a  return 
to  old-fashioned  mental  training  and  discipline. 


30 

Fitch,  Sir  Joshua.  Thomas  and  Matthew  Arnold  and  Their  Influence  on 
English  Education.    New  York:    Charles  Scribner's  Sons,  1897. 

An  inspiring  story  of  the  influence  of  father  and  son  on  English  education. 
We  have  not  yet  attained  their  high  ideals,  for  their  conception  of  a  liberal 
education  included  not  only  book  learning,  but  "whatsoever  things  are  true, 
whatsoever  things  are  honest,  whatsoever  things  are  just,  whatsoever  things 
are  pure,  whatsoever  things  are  lovely  and  whatsoever  things  are  of  good 
report."  Those  who  are  directing  the  assault  on  humanism  might  read  with 
profit  Thomas  Arnold's  defence  of  the  Greek  and  Latin  Classics,  included  in  the 
pages  of  this  volume. 

Foster,  William  T.  Should  Students  Study?  New  York  and  London: 
Harper  Brothers. 

A  plea  for  the  old  college  of  liberal  arts  which,  according  to  the  predictions 
of  certain  educators,  is  in  danger  of  being  crushed  out  between  the  nether 
millstone  of  the  practical  high  school  and  the  upper  millstone  of  the  practical 
university.  Hence  we  need  more  of  the  old  college  and  less  of  the  modern 
attachments. 

Freeman,  Kenneth  J.  Schools  of  Hellas:  An  Essay  on  the  Practice  and 
Theory  of  Ancient  Greek  Education  from,  600  to  300  B.  C.  London : 
Macmillan  and  Company,  1912. 

The  modest  and  enthusiastic  young  scholar  of  Cambridge,  who  wrote  this 
work  with  a  view  to  his  candidature  for  a  fellowship  at  Trinity  College,  died 
in  1906  at  the  age  of  twenty-four,  and  his  brilliant  dissertation  was  published 
posthumously.  The  Schools  of  Hellas  bears  evidence  on  every  page  that  its 
production  was  a  labor  of  love,  and  its  lessons  should  be  an  inspiration  to 
students  in  all  lands.  Training  for  character  was  before  all  things  the  object 
of  Hellenic  education;  hence  only  the  ignorant  will  say  that  the  spirit  of 
ancient  Greece  no  longer  exercises  its  spell  upon  us.  As  long  as  character  is 
valued  most  highly  among  us,  the  Schools  of  Hellas  will  have  its  lessons  for  the 
modern  world. 

Goschen,  George  Joachim.  The  Cultivation  and  Use  of  the  Imagination. 
London :   Edward  Arnold,  Publisher  to  the  India  Office,  1893. 

The  author,  speaking  as  a  business  man  and  statesman,  warns  the  reader 
of  the  danger  involved  in  a  too-utilitarian  education,  and  insists  on  other  tests 
as  to  the  value  of  instruction  besides  its  direct  and  immediate  bearing  on 
practical  life.  To  this  end,  he  makes  a  plea  for  the  cultivation  of  the  imagina- 
tion, confident  that  this  power  will  make  us  better  citizens,  more  ardent 
patriots,  and  happier  men  and  women. 

Griggs,  Edward  Howard.  The  Soul  of  Democracy.  New  York :  The  Mac- 
millan Company,  1918. 

Democracy,  we  are  told,  rests  on  the  better  education  of  its  citizens,  but 
efficiency  is  too  narrow  a  standard  by  which  to  estimate  anything  concerning 
human  conduct  and  character.  Mr.  Griggs  believes  that  in  a  time  like  the 
present  we  must  hold  high  the  torch  of  humanistic  culture,  because  education 
is  for  life  and  not  merely  for  efficiency. 

GuizoT,  Francois  P.  G.  General  History  of  Civilization  in  Europe  from 
the  Fall  of  the  Roman  Empire  to  the  French  Revolution.  New  York : 
D.  Appleton  and  Company,  1883. 

It  was  Guizot  wiio  first  popularized  the  term,  "civilization,"  in  his  lectures 
delivered  at  the  Sorbonne,  which  made  a  profound  impression  at  the  time  of 
their  publication  in  1831.  That  destructive  force,  Teutonic  Kultur,  was  only 
dimly  discerned  in  Guizot's  generation,  but  we  gather  from  his  lectures  that  he 
had  no  sympathy  with  a  system  of  education,  the  chief  end  of  which  was  the 


31 

state  and  not  society.  Clearness,  sociability,  sympathy  and  humanity,  he  enu- 
merates as  the  characteristics  of  French  civilization,  which  entitle  that  country 
to  march  at  the  head  of  tlie  European  states.  Books  of  this  kind  are  sorely 
needed  to-day  in  order  to  encourage  the  habit  of  reflective  study,  and  Guizot's 
lectures  possess  an  additional  value  in  giving  emphasis  to  tlie  fact  that,  in 
France,  the  best  elements  of  the  Graeco-Eoman  culture  are  preserved,  without 
which  our  civilization  would  be  robbed  of  its  humanizing  power. 

Hadley,  Arthur  Twining.  The  Education  of  the  American  Citizen, 
New  York :   Charles  Scribner's  Sons,  1901. 

Dr.  Hadley  raises  a  voice  of  warning  against  one-sided  absorption  in  modern 
educational  ideals,  to  the  exclusion  of  everything  else.  Our  teachers,  he  claims, 
are  inclined  to  lay  too  much  stress  on  knowledge  and  too  little  on  power. 

Some  Influences  in  Modern  Philosophic  Thought.  New  Haven :  Yale 
University  Press,  1913. 

Dr.  Hadley  points  out  the  danger  in  the  current  teaching  of  the  day  to 
urge  the  student  to  develop  his  special  interests  rather  than  to  widen  his  intel- 
lectual horizon. 

Harley,  Lewis  R.  "Educational  Tendencies  of  To-day."  School  and 
Society,  Mch.  13,  1920. 

HuEFFER,  Ford  Madox.  When  Blood  Is  Their  Argument:  An  Analysis  of 
Prussian  Culture.  New  York  and  London:  Hodder  and  Stoughton, 
1915. 

"We  have  to  decide,"  writes  Mr.  Hueffer,  "whether  the  future  of  the  race 
shall  be  that  of  organized,  materialist  egoism,  or  that  of  what  I  would  call  the 
all-round  sportsmanship  of  altruistic  culture." 

Jebb,  E.  C.  The  WorJc  of  the  Universities  for  the  Nation,  Past  and  Present. 
Cambridge :   University  Press,  1893. 

We  are  told  that  it  belongs  to  the  genius  of  the  English  people  to  value 
character  more  than  intellect,  and  ability  more  than  learning.  Therefore,  the 
English  universities  have  done  a  good  work  for  the  nation  by  forming  char- 
acters in  which  at  least  some  measure  of  liberal  education  has  been  combined 
with  manliness. 

Kenyon,  Sir  Frederic  George.  Education,  Scientific  and  Humane:  A 
Report  of  the  Proceedings  of  the  Council  for  Humanistic  Studies. 
London:   John  Murray,  1917. 

A  pamphlet  issued  at  the  request  of  the  English  Council  for  Humanistic 
Studies,  as  a  record  of  its  efforts  to  promote  harmony  and  co-operation  in  edu- 
cational reform. 

Education,  Secondary  and  University:  A  Report  of  a  Conference 
Between  the  Council  for  Humanistic  Studies  and  the  Conjoint  Board 
of  Scientific  Societies.    London :   John  Murray,  1919. 

This"  report  recognizes  the  unhappy  divorce  between  science  and  humanism, 
a  condition  that  is  to  be  deplored,  for  these  two  branches  of  knowledge  are, 
after  all,  nourished  by  the  same  parent  stem. 

Lowell,  James  Eussell.  Democracy  and  Other  Essays.  Boston  and  New 
York:    Houghton,  Mifflin  and  Company,  1886. 

Contains  the  famous  Harvard  Anniversary  Address,  November  8,  1886,  in 
which  Lowell  speaks  for  the  Humanities,  for  the  many-sided  culture  that  the 
study  of  the  Classics  gives.  "Only  those  languages,"  he  writes,  "can  properly 
be  called  dead  in  which  nothing  living  has  been  written.  If  the  classic  lan- 
guages are  dead,  they  yet  speak  to  us,  and  with  a  clearer  voice  than  that  of 
any  living  language." 


32 

MacLeod,  Julius.  The  Place  of  Science  in  History.  Manchester:  The 
Literary  and  Philosophical  Society,  1915. 

Dr.  McLeod,  of  the  University  of  Ghent,  advances  the  theory  that  science, 
pursued  in  the  historical  spirit,  leads  to  the  realm  of  humanism. 

Mansbridge,  Albert.  University  Tutorial  Classes:  A  Study  in  the  Devel- 
opment of  Higher  Education  Among  Working  Classes  of  Men  and 
Women.    London:   Longmans,  Green  and  Company,  1913. 

An  inspiring  account  of  the  desire  for  education,  as  a  way  of  life  rather 
than  as  a  means  of  livelihood  or  a  mere  intellectual  exercise,  among  the 
English  people,  with  the  formation  of  the  Workers'  Educational  Association  of 
England. 

Marvin",  F.  S.,  The  Living  Past:  A  Sketch  of  Western  Progress.  Oxford: 
Clarendon  Press,  1915. 

This  work  is  based  on  the  text,  "thinking  backward  and  living  forward," 
which  the  author  develops  through  a  series  of  twelve  chapters  to  the  following 
conclusion:  "And  with  the  study  of  the  past  in  all  its  forms,  our  interest  in 
the  future  is  immeasurably  enhanced.  We  know  that  the  stream  which  bears 
us  on  from  tlie  infinite  behind  us  will  not  slacken  in  its  course,  and  we  begin 
to  recognize  a  regular  movement  and  a  certain  goal.  The  stream  is  unbroken 
and  the  past  lives  on." 

The  Century  of  Hope:  A  Sketch  of  Western  Progress  from  1815  to  the 
Great  War.    Oxford :   Clarendon  Press,  1919. 

A  work  that  breathes  the  spirit  of  optimism,  and  places  before  us  a  high 
ideal  of  progress,  dominated  by  greater  freedom  and  beauty,  worthier  activity, 
and  more  vmselfish  liappiness  than  mankind  has  known  before. 

Maurice,  Frederick  Denison.  Learning  and  Working.  Six  Lectures 
Delivered  in  "Willis's  Eooms,  London,  in  June  and  July,  1854.  London : 
Macmillan  and  Co.,  1855. 

These  lectures  were  intended  to  announce  the  opening  of  the  Workingmen's 
College,  London,  1854,  on  which  occasion  Dr.  Maurice  defended  the  right  of 
the  working  man  to  a  share  of  the  world's  best  culture.  The  truth  which  he  so 
forcibly  declared,  should  be  the  motto  of  every  school :  "All  experience  is  against 
the  notion  that  the  means  to  produce  a  supply  of  good  ordinary  men  is  to 
attempt  nothing  higher.  I  know  that  nine-tenths  of  those  whom  the  university 
turns  out  must  be  hewers  of  wood  and  drawers  of  water,  but  if  I  train  the  ten- 
tenths  to  be  so,  depend  upon  it  the  wood  will  be  badly  cut  and  the  water  will 
be  spilt.  Aim  at  something  noble;  make  your  system  such  that  a  great  man 
may  be  formed  by  it,  and  tliere  will  be  a  manhood  in  your  little  men  of  which 
you  did  not  dream." 

Social  Morality.    Twenty-one  Lectures  Delivered  in  the  University  of 
Cambridge.    London:    Macmillan  and  Co.,  1872. 

Humanism  is  the  key-note  of  these  lectures,  in  which  Dr.  Maurice  warns  us 
not  to  despise  the  wisdom  of  the  past,  thinking  that  we  may  profit  by  the 
wider  experience  of  our  own  day. 

Meiklejohn,  Alexander.  The  Liberal  College.  Boston:  Marshall  Jones 
Company,  1920. 

A  collection  of  papers  and  addresses  dealing  with  the  liberal  college.  It 
expresses  the  conviction  that  liberal  study  enriches  and  strengthens  the  lives 
of  individual  men  and  of  groups  of  men.  It  is  based  upon  the  belief  that  for  a 
man  and  for  his  fellows  it  is  well  that  he  have  a  good  mind,  and  if  possible  an 
excellent  or  even  a  distinguished  mind. 


33 

Murphy,  Rev.  Thomas  E.  Popular  Errors  About  Classical  Studies.  Wor- 
cester, Massachusetts:    Press  of  Harrigan  Brothers. 

A  warning  to  the  small  college  of  the  danger  involved  in  the  demand  for 
intellectual  short-cuts. 

Owen,  Willia:\i  Baxtek.  The  Humanities  in  the  Education  of  the  Future. 
Boston:   Sherman,  French  and  Company,  1912. 

Dr.  Owen  maintains  the  hopeful  view  that  the  Humanities  in  education  will 
be  not  less,  but  more  important  in  the  coming  century. 

Porter,  Noah,  et  al.  Lectures  Delivered  Before  the  Students  of  Phillips 
Exeter  Academy,  1885-1886.  Boston  and  New  York:  Houghton, 
Mifflin  and  Company,  1887. 

In  his  lecttire,  "The  Ideal  Scholar,"  Dr.  Porter  claims  that  although  we  are 
living  in  a  day  of  divided  and  subdivided  labor,  nothing  short  of  a  broad  and 
liberal  culture  should  be  held  up  as  the  standard  of  education.  The  masses 
have  the  right  to  share  this  culture;  indeed,  the  ranks  of  high  scholarship  are 
frequently  recruited  from  that  firrii-fired,  virile  stock,  the  common  people. 

Potter,  Henry  Codman.  The  Scholar  and  the  State.  New  York:  The 
Century  Company,  1897. 

In  the  opinion  of  Bishop  Potter,  an  important  vocation  is  open  to  the 
scholar  in  our  day,  to  take  the  stand  and  to  make  a  protest  against  the  reign 
of  a  coarse  materialism  and  a  deluge  of  greed  and  self-seeking. 

Kamsay,  W.  M.  The  Making  of  a  University :  What  We  Have  to  Learn 
from  Educational  Ideals  in  America.  London  and  New  York :  Hodder 
and  Stoughton,  1915. 

An  estimate  of  the  educational  work  of  Dr.  Isaac  Conrad  Ketler,  first 
president  of  Grove  City  College,  Pennsylvania — a  remarkable  tribute  paid  by 
the  Professor  of  Humanity  at  Aberdeen,  who  claims  that  the  best  hopes  of 
American  life  are  bound  up  in  the  college  of  liberal  arts. 

Rich:mond^  Kenneth.  The  Permanent  Values  in  Education.  New  York: 
E.  P.  Button  and  Company. 

The  author  holds  that  education,  of  all  the  works  of  man,  must  be  ideal 
and  real;  it  must  be  bound  and  free  to  keep  an  unclouded  eye  on  truth;  the 
most  bound  because  of  its  responsibility  for  the  future,  and  the  most  free 
because  the  uncramped  mind  of  youth  ofl'ers  so  open  and  unlimited  a  field  for 
the  recognition  of  reality. 

Roberts,  R.  D.  (Editor).  Education  in  the  Nineteenth  Century.  Lectures 
Delivered  in  the  Educational  Section  of  the  Cambridge  University 
Extension  Summer  Meeting  in  August,  1900.  Cambridge :  University 
Press,  1901. 

These  lectures,  by  eminent  specialists,  cover  a  wide  range  of  subjects,  the 
last  by  Prof.  W.  Rein,  of  Jena  University,  on  "Outlines  of  the  Development  of 
Educational  Ideas  During  the  Nineteenth  Century,"  being  of  particular  interest 
as  a  survey  of  intellectual  endeavor  for  one  hundred  years.  Concerning  the 
Humanities,  Prof.  Rein  is  of  the  opinion  that  one  section  of  our  people  must 
carefully  preserve  the  great  historical  continuity  of  our  culture.  Another 
section  may  be  steeped  in  modern  ideas,  and  gain  strength  and  skill  for  the 
duties  of  life  from  them.  In  this  way  the  old  quarjel  between  humanism  and 
realism  will  become  a  friendly  rivalry,  since  both  enjoy  the  same  freedom,  the 
same  light  and  the  same  air. 


34 

EoYCE,  JosiAH.     The  Hope  of  the  Oreat  Community.     New  York:    The 
Macmillan  Company,  1916. 

Essays  written  by  Prof.  Royce  during  war  time,  and  published  a  few 
months  after  his  death  in  November,  1916.  It  is  the  author's  belief  that  polit- 
ical unity  is  not  in  itself  essential  to  the  highest  development  of  civilization; 
that  Greece  to-day  rules  the  world,  as  Germany  will  never  rule  it,  though  its 
inventions  and  its  efficiency  should  continue  and  grow  for  a  thousand  years. 
"No  modern  nation  that  has  won  political  power  lias  ever  expressed  its  best 
contribution  to  humanity  through  this  political  power,  or  has  ever  made  a 
contribution  to  the  community  of  mankind  which  is  nearly  equal  to  the  contri- 
bution made  by  Greece,  and  made  by  a  nation  which  proved  wholly  incapable 
of  political  unity." 

Sarton,  George.    The  New  Humanism.    London  :   Williams  and  Norgate, 
1918. 

A  contribution  to  the  literature  of  humanism,  published  simultaneously  at 
London,  Paris  and  Bologna.  The  author  writes  of  the  possibilities  of  the  new 
humanism,  when  all  studies  come  to  be  considered  in  their  mutual  affinities: 
"The  new  humanism  draws  a  part  of  its  inspiration  and  of  its  force  from  the 
past,  but  it  is  especially  toward  the  future  that  its  activities  are  directed.  A 
better  future  must  be  prepared,  a  higher  science,  a  closer  social  solidarity.  It 
is  necessary  that  a  scientific  spirit  be  such  that  the  respect  for  truth  and  the 
practice  of  justice  become  in  some  manner  integral  obligations  from  which  men 
may  no  longer  withdraw  themselves." 

Sedgwick,  Henry  Dwight.    An  Apology  for  Old  Maids  and  Other  Essays. 
New  York:   The  Macmillan  Company,  1916. 

Spirited  essays  on  literary  subjects.  In  one  of  them,  "The  Classics  Again," 
the  author  finds  all  life  chaotic  until  it  has  passed  through  the  mind  of  an 
artist. 

Showerman,  Grant.     With  the  Professor.    New  York:    Henry  Holt  and 
Company,  1910. 

A  book  written  in  a  lighter  vein,  intended  to  picture  the  various  experiences 
that  fill  the  college  professor's  life,  and  yet  pervaded  with  the  serious  thought 
that  education  sufl'ers  from  the  lack  of  ideals.  "How  can  the  rising  generation 
in  high  school  and  college  be  blamed  if  they  are  not  idealists?"  Prof.  Shower- 
man  asks.  "Who  is  to  set  them  the  example?  It  is  an  endless  chain.  From 
the  professor  in  the  graduate  school  to  the  teacher  in  the  grades,  all  are 
preaching,  either  by  precept  or  example,  the  gospel  of  getting  on  in  life,  of 
sacrificing  the  ideal,  which  is  only  the  practical  far  removed  and  glorified,  to 
the  practical,  by  which  is  meant  only  a  mean  and  easily  achieved  ideal." 

SoNNENSCHEiN,  Edward  A.    Ideals  of  Culture.    London:    Swan,  Sonnen- 
schein  and  Co.,  1891. 

An  argument  designed  to  prove  that  the  prime  essentials  of  culture  are  the 
scientific  and  the  poetic,  that  the  proper  study  of  science  leads  to  humanism, 
and  that  science  cannot  get  her  grievances  redressed  by  attacking  the  sister 
realm  of  knowledge. 

Thompson,  D'Arcy  W.     Wayside  Thoughts:   Being  a  Series  of  Desultory 
Essays  on  Education.     Edinburgh:   William  P.  Nimmo,  1868. 

Delightful  college  memories  and  experiences  as  a  teacher,  by  the  Professor 
of  Greek  at  Queen's  College,  Galway,  Ireland. 

Day  Dreams  of  a  Si^hoolmaster.    Boston :   D.  C.  Heath  and  Co.,  1906. 
Contains  an  eloquent  tribute  to  the  so-called  dead  languages  of  antiquity. 


35 

Teevelyan^  George  Macaulay.    Clio,  a  Muse,  and  Other  Essays,  Literary 
Pedestrian.    London:   Longmans,  Green  and  Co.,  1913. 
A  volume  of  literary,  historical  and  classical  appreciations. 

Verrall,  a.  W.  Collected  Literary  Essays:  Classical  and  Modern.  Cam- 
bridge:  at  the  University  Press,  1913. 

ViLLARi,  Pasquale.  Studics  Historical  and  Critical.  New  York :  Charles 
Scribner's  Sons,  1907. 

The  distinguished  biographer  of  Machiavelli  and  Savonarola  is  confident 
that  with  the  history  of  the  Greeks  and  Romans  blotted  out,  our  minds  would 
be  a  blank,  for  it  is  the  record  of  a  civilization,  although  transformed,  that 
still  endures  within  us  as  a  constituent  element  of  our  mentality. 

West,  Andrew  F.  The  Graduate  College  of  Princeton,  with  Some  Reflec- 
tions on  the  Humanizing  of  T^earning.  Princeton :  Princeton  Univer- 
sity Press,  1913. 

Whitehead,  A.  N.,  The  Organization  of  Thought:  Educational  and  Scien- 
tific.   Philadelphia:  J.  B.  Lippincott  Company,  1917. 

The  professor  of  applied  mathematics  at  the  Imperial  College  of  Science 
and  Technology  recognizes  the  value  of  culture  in  education.  A  merely  well- 
informed  man  is  the  most  useless  bore  on  God's  earth.  What  we  should  aim  at 
producing  is  men  who  possess  both  culture  and  expert  knowledge  in  some  special 
direction.  Their  expert  knowledge  will  give  them  the  ground  to  start  from, 
and  their  culture  will  lead  them  as  deep  as  philosophy  and  as  high  as  art. 

Wiese,  Dr.  L.  German  Letters  on  English  Education.  London:  Long- 
mans, Brown,  Green,  and  Longmans,  1854. 

Dr.  Wiese  writes  that  the  public  schools  and  universities  of  England  repre- 
sent the  permanent,  not  the  fluctuating  elements  of  human  knowledge.  He 
confesses  that  the  maxim,  non  scholoe  sed  vitce,  is  better  understood  in  England 
than  in  Germany,  and  that  all  a  school  can  teach,  beyond  imparting  a  certain 
small  stock  of  knowledge,  is  the  way  to  learn.  This  suggestive  volume  closes 
with  a  picture  of  the  ideal  school  system:  "Were  it  possible  to  combine  tlie 
German  scientific  method  with  the  English  power  of  forming  character,  we 
should  attain  an  idea  of  education  not  yet  realized  in  Christian  times,  only  once 
realized  perhaps  in  any  time — in  the  best  days  of  Greece." 

WiLLMOTT,  Egbert  Arts.  Pleasures  of  Literature,  With  an  Introduction 
by  .Cranstoun  Metcalfe.  New  York  and  London :  G.  P.  Putnam^s  Sons, 
1907. 

A  beautiful  appreciation  of  classical  and  modern  literature  by  one  of  the 
brightest  minds  of  Victorian  England. 

Woodward,  William  Harrison.  Vittorino  Da  Feltre  and  Other  Humanist 
Educators:  Essays  and  Versions.  Cambridge:  at  the  University 
Press,  1912. 

An  introduction  to  the  study  of  education  in  the  first  period  of  the 
Renaissance,  containing  an  interesting  chapter  on  the  aims  and  methods  of 
the  humanist  educator. 

ZiMMERN,  Alfred  E.  Nationality  and  Government,  With  Other  War-Time 
Essays.    New  York :   Eobert  M.  McBride  and  Company,  1918. 

See  the  chapters  on  "Education,  Social  and  National,"  and  "The  Universi- 
ties and  Public  Opinion,"  for  an  account  of  the  organized  movement  of  the 
Workers'  Educational  Association,  England,  in  behalf  of  liberal  education. 


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